Tohoku Outreach
Project-Based Learning, Goals and Outcomes
COETAIL Course 5
Ted O’Neill - 26 APR 14
@gotanda
gotanda@gmail...
Situation
• Limited time and technology in school
• Joined ongoing JALT Learner Development
SIG outreach in Rikuzentakata
...
Reflective Essay Translation
Learners
Tech
Demonstrate independent mastery of technology tools.
Teach peers how to use these tools/assist them in reaching
maste...
Outcomes - Technology
A-san: I liked it because I can
choose the time to do work.
I could do it even in the early
morning,...
Outcomes - Collaboration
K-san: ... many people can
work at the same time in
same files.We can easily help
each other and a...
Outcomes - Language
K-san:Writing should be well
organized.Translating should
not change the meaning. Both
are difficult.
O...
Mis-understanding
朝になり唯一の食べ物だっ
たものが津波で流されてき
たさんまで、僕はそんなこ
とを気にせず、どんどん食
べていきました。
The next morning,
while the only food
was P...
Magokoronet http://tonomagokoro.net/archives/162
imagecredit:webpocryphal(really,reallysearchedfortheoriginal)buticoinedthattermtoo!
S A M R
flickruserjudy_and_edhttps://www.flickr.com/photos/65924740@N00/8395975451
COETAIL Course 5 O'Neill
COETAIL Course 5 O'Neill
COETAIL Course 5 O'Neill
COETAIL Course 5 O'Neill
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COETAIL Course 5 O'Neill

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COETAIL Course 5 Final Project Prezo
Tohoku Outreach
Project-Based Learning, Goals and Outcomes

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COETAIL Course 5 O'Neill

  1. 1. Tohoku Outreach Project-Based Learning, Goals and Outcomes COETAIL Course 5 Ted O’Neill - 26 APR 14 @gotanda gotanda@gmail COETAIL:gotanda
  2. 2. Situation • Limited time and technology in school • Joined ongoing JALT Learner Development SIG outreach in Rikuzentakata • Translation • Motivated learners
  3. 3. Reflective Essay Translation
  4. 4. Learners
  5. 5. Tech Demonstrate independent mastery of technology tools. Teach peers how to use these tools/assist them in reaching mastery. Collaboration Work well at a distance Peer reviewing and editing Support students from other classes and departments Support the instructor Language Work on language strategies for translation. Understand content, voice, genre issues in translation. Culture Learn about the community of Rikuzentakata and the experience of tsunami survivors.
  6. 6. Outcomes - Technology A-san: I liked it because I can choose the time to do work. I could do it even in the early morning, late at night, anytime my concentration was good condition! O-san:“It was as if I wasdoing my homework(joking). Since I have neverused the system, I hadmechanical problems at first,but friends told me how todo it and I gradually got usedto it.” K-san: I think Google Drive is good and powerful tool for school especially for writing, because many people can work at the same time in same files.
  7. 7. Outcomes - Collaboration K-san: ... many people can work at the same time in same files.We can easily help each other and also we can read others’.
  8. 8. Outcomes - Language K-san:Writing should be well organized.Translating should not change the meaning. Both are difficult. O-san:The little difference ofnuance between thelanguages were difficult. Itwas quiet challenging when Icouldn’t easily (and“directly”) translate, but Ienjoyed it! 朝になり唯一の食べ物だったものが津波で流されてきたさんまで、僕はそんな ことを気にせず、どんどん食べていきました。 In the morning, all we had to eat was the sanma left behind by the disaster and I ate a lot of them. I did not care the fact that I was eating sanma from the tsunami.
  9. 9. Mis-understanding 朝になり唯一の食べ物だっ たものが津波で流されてき たさんまで、僕はそんなこ とを気にせず、どんどん食 べていきました。 The next morning, while the only food was Pacific saury which was conveyed by the tsunami, I ate a lot with no thought for the fact that the fish was really scarce.
  10. 10. Magokoronet http://tonomagokoro.net/archives/162
  11. 11. imagecredit:webpocryphal(really,reallysearchedfortheoriginal)buticoinedthattermtoo! S A M R
  12. 12. flickruserjudy_and_edhttps://www.flickr.com/photos/65924740@N00/8395975451

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